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Design and Development Methodology of ‘Komputer Saya’: Multimedia Courseware for Slow Learners

Norfarhana Abdollah, Wan Fatimah Wan Ahmad, Emelia Akashah Patah Akhir farhana.abdollah@gmail.com, {fatimhd,emeliaakashah}@petronas.com

Department of Computer and Information Sciences, Universiti Teknologi PETRONAS Abstract Multimedia technology have been proven as an effective tool in education and implemented for its advantages and capabilities. The nature of multimedia itself which consists of combinations of media elements that can promote multi-sensory learning can facilitate slow learners in their learning. The aim of this research is to develop a multimedia courseware for slow learners in order to assist and increase their motivation in learning. The courseware namely ‘Komputer Saya’ consists of learning theme of multimedia, as referring to the Special Education Syllabus for Learning Disabled. This paper discusses on several issues; firstly on the slow learners’ definition, characteristics, suitable instructional guideline that can be applied in the courseware. Secondly, the research methodology that adapts IntView courseware development methodology for design and development phases will be discussed. The final part contains the output of design and development phases which are the courseware navigational structure and some screenshots of the courseware pages. The development of the ‘Komputer Saya’ courseware is believed could offer many advantages to the slow learners during their lessons.

Abstrak Kajian telah membuktikan bahawa penggunaan teknologi multimedia sebagai alat bantuan belajar adalah sangat efektif dan memberikan banyak manfaat dan kelebihan. Secara am nya, ciri asas multimedia sendiri iaitu kombinasi atau gabungan pelbagai elemen media yang membolehkan pembelajaran berlaku secara keseluruhan amat sesuai dengan ciri pembelajaran pelajar lembam atau ‘slow learners’. Tujuan utama kajian ini adalah untuk membangunkan sebuah perisian multimedia atau koswer untuk membantu pelajar lembam dalam pembelajaran mereka sekaligus meningkatkan minat dan motivasi mereka dalam pembelajaran seharian. Koswer ini diberi nama Komputer Saya, dihasilkan berdasarkan tema pembelajaran multimedia, dimana tema ini adalah termasuk dalam bidang akademik berfungsi didalam Sukatan Pembelajaran untuk Pelajar Bermasalah Pembelajaran. Kertas kerja ini membincangkan beberapa isu; pertama berkaitan definisi lembam, ciri-ciri pelajar lembam dan instruksi pembelajaran yang sesuai untuk mereka. Kedua, metodologi kajian yang digunakan didalam kajian ini akan dibincangkan. Perkara yang terakhir yang dibentangkan didalam kertas kerja ini adalah hasil yang diperolehi daripada fasa rekabentuk dan pembangunan iaitu struktur navigasi koswer dan paparan antara-muka koswer. Kajian dan pembangunan koswer ini diyakini akan memberi banyak manfaat dan kelebihan kepada pelajar lembam dalam membantu proses pembelajaran mereka.

Index Terms—Courseware, Multimedia, Slow Learners

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INTRODUCTION Computer-based instructions nowadays have been recognized as an effective instrument that can help both teachers and learners in various level of education. Not only it is beneficial for teaching and learning in normal class setting, many scholars agree on benefit of computer-based application in assisting slow learners in their learning as well (Flannigan & Groth),(Schools),(Abdullah, Hisham, & Parumo, 2009),(Wah, December 2007),(Marissa & Hassan, September 26 -28, 2007). One of well-known computer-based application is multimedia courseware. Multimedia courseware consists of designation of instructions using incorporation of graphics, animation, text, voiceovers, narration and video (Kaur, 1998). The natural of multimedia application itself which can combine both pictorial and narrative instructions, added with user-interactivity can promote multi-sensory learning (auditory, visual and kinesthetic) which suits the learning needs of slow learners (Schools). Besides, multimedia learning resources also able to increase their motivation for learning (Wah, December 2007). Research Background General idea of this study is to develop a multimedia learning courseware namely ‘Komputer Saya’ for slow learners. This courseware developed with the theme of multimedia learning which is one of learning component in Special Education Curriculum for Learning Disabled (Khas, 2003) is hope can increase slow learners’ motivation in learning by using computer. The framework for this research is divided into three stages (Abdollah, Ahmad, & Akhir, 2010a) as shown in Table 1 below:

Table 1: Research Framework

Stage Description

I Preliminary Analysis

II Courseware Development Process (Analysis-Design-Development-Implementation-Formative Evaluation)

III Courseware Testing and Evaluation Process

In previous works, Stage I consists of preliminary analysis stage whereby interview and observations have been conducted. This stage also involves the readings on past researches on multimedia and courseware usage for children with learning disabilities particularly slow learners. Stage II consist of phases involved in courseware development processes. Analysis phase have been conducted before and all the information (slow learners’ learning characteristics, teaching and learning objectives, strategies, approaches, pedagogical theories, holistic development) are used as references for design and development phase. This information combined with suitable multimedia elements then produced the prototype of ‘Komputer Saya’. Stage III will be conducted once the Stage II is completed. Slow learners can learn at their best provided with suitable instructional materials as well as adequate time to let them learn at their preferable pace (Haskvitz, 2010). Hence, understanding slow learners is important in order to design a learning courseware that can help their learning processes. Therefore, this paper will highlight on slow learners’ definition with their characteristics and suitable learning interventions. In addition, this paper also presents the steps involve in Stage II; on design and development phases in development methodology of ‘Komputer Saya’ courseware. Outcome of these two phases are the ID Model, Courseware Modules, Courseware Flowchart, Courseware Navigation Flow and Storyboard. However, this paper will only present on Courseware Navigation Flow and some screenshots of the courseware pages as the other deliverables have been presented before in previous study (Abdollah, Ahmad, & Akhir,

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2010b). Research Contributions Generally, this research contributes on several points as below:

1. Determining the problems faced by slow learners in teaching learning process in class setting. Understanding their characteristics and needs are essential in order to design learning material that can suit their ability and maximize their learning potential effectively.

2. Construct pedagogical material in the form of multimedia courseware as one of learning medium/approach for the slow learners. The courseware will help not only in their learning or academic base but also on improving their skills in using computer.

3. Designing a suitable design and development methodology for the multimedia

courseware for slow learners.

4. Designing suitable instructional design model (ID) applicable for multimedia courseware for chosen learning topics for slow learners. This involves the studies of criteria and guidelines applied in the design and development of the multimedia courseware that can suit the slow learners’ learning style.

5. Designing suitable learning modules for the multimedia courseware based on

formal curriculum syllabus as referring to Special Education Curriculum for Learning Disabled.

6. Determine suitable methodology to test on usability of the multimedia courseware

for slow learners and the effectiveness of the courseware usage in helping the slow learners’ learning.

Objectives and scopes of this paper The objectives of this paper are as highlighted below:

1. Highlight on slow learners background (definition, characteristics and suitable instructional guidelines to help their learning).

2. Explain step involved in methodology of development of multimedia courseware for slow learners involving design and development phase.

3. Present the outcome of design and development phase.

The slow learners studied in this research are the one that educated under Special Education for Learning Disabilities program in Malaysia. The focus is only for slow learners that have no other learning disabilities e.g. autism, syndrome down, visual impaired etc.

SLOW LEARNERS According to early study conducted previously by informal group interview with special education teachers, education for slow learners in Malaysia is divided into two types of category. It is important to differentiate these two categories first in order to highlight the focus of this study and to design suitable learning instructions for them.

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The first category of slow learners is for those that have been identified as having difficulties in reading, writing, and arithmetic (Ali & Zahari, 2005). Despite their problem being considered as minimum if compared to other children that require special education needs, they still need educational effort that can suit their ability in order to increase their potential (Bakar, 2007). In Malaysia, remedial education is educational effort provided to help learners to overcome their learning difficulties in three basic learning skills; reading, writing and arithmetic. Focus of remedial education can be seen as providing specific and suitable teaching and learning activities in order to overcome students’ difficulties in reading, writing and arithmetic (Bakar, 2007). While the second category of slow learners are educated under Special Education for Learning Disabilities together with other LD categories. Children in special education for learning disabilities (LD) are those who have been confirmed by medical doctor as having problem or difficulties that hold down their learning processes, including cognitive, language, speaking, reading, arithmetic, development, social and behaviour skills (Hashim & Ibrahim, 2007). In Malaysia, children with LD are groups of different categories of disabilities, including the one with the term slow learners or ‘lembam’. This is because same with other learning disabilities children, these group of slow learners also require specialized education in order to fulfill their learning needs and maximize their potential in every aspect sufficiently (Ghafar & Jahaya, 2006). According to the informal group interview also, teachers claimed that children with learning disabilities mostly are slow learners, as they significantly have slower learning rate compared to their normal same age friend, while not all slow learners are having disabilities. However, there are similarities between these two groups in certain circumstance such as always making errors in number and letter production, difficulty in readings and awkward behavior (Mackay, 2001). Slow learner may be because of various reason including genetics, insufficient brain development due to lack of stimulation, low motivation, attention and behavior problem or other distracting personal problems(Hopkins). Following sections describe the definitions of slow learners of the second category; slow learners under Special Education for Learning Disabilities. Definitions There were so many definitions on individual with the term ‘slow learner’. Definition from glossary of education website, (Education.com, 2006-2010) stated that slow learners are individuals who have between average and mentally deficient intelligence, with IQ range of 70-85 and social behavior less than age level standards. Definition by (Evans, 2009) stated that slow learners are the children who have difficulties in learning and remembering things. They sometimes also referred as having moderate learning difficulties in such a way having difficulty in acquiring basic skills and understanding new concepts compared to their same age peers. Despite various definitions of slow learners, ultimate goal of helping them is not to get them performing at grade level, but to get them perform at their best as possible. Education and support is supplied for them with hope to minimize their difficulties so that it will not affect their learning in later stages (Bakar, 2007). According to reference (Haskvitz, 2010), slow learner do not fall into special education category, they just simply do not do well in school besides not having any medical problem’s evidence. However, he agrees that the concepts teachers use with special education students are ideal to overcome the slow learners’ disabilities after being diagnosed.

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General Characteristics Reference (Hopkins) from result of informal diagnostic profile by special education teacher, have listed several behaviours and characteristics of slow learners in class setting as depicted in Table 2 below:

Table 2: Slow Learner’s Behaviours

Situations in class Student’s Behaviour

Teacher is setting up the lesson

Cannot find his/her materials (book, pencils, and papers).

Does not seem to remember anything when teacher reminded them about previous lessons.

Appears to have low imagination of general knowledge and experiences, comes up with nothing when teacher ask them to imagine.

Teacher is presenting the lesson

Does not seem to understand what teacher is saying

Cannot follow steps easily

Independent practices session

Cannot remember what already being taught

Upset and gets all answers wrong

Remembering the lesson session

Does poorly on tests or other evaluations

Cannot re-explain the lesson

Cannot relate and apply previous learning to new lessons

Source: (Hopkins)

In addition to slow learners’ behaviours in Table 2 above, Table 3 below listed other general learning characteristics of slow learners:

Table 3: Slow Learner’s Learning Characteristics

Reference General Learning Characteristics

[2] and (Evans, 2009)

Bad handwriting, always miss syllable or character when writing, different size, mixed capital and small letter, spelled wrongly. Have low bank of vocabulary and idea. Cannot accomplish complex problem. Reasoning skills typically delayed make them hard to grasp new concepts. Work well with hands on materials. Lose track of time and hard to relate one task learned with another task. Short attention span and low concentration skills. Difficult to follow multi-step directions. Slow in mastering skills, some may not master at all. Poor organization skills. Think in concrete ways, difficult to understand abstract concepts. Hard to understand things outside their range of experience. Learn best when they can see and touch. Difficult to apply academic facts learned into applications.

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Instruction Guidelines for Slow Learners Hopkins, B (n.a) in the handout for teaching slow learners has listed several suggestions on learning instructions to help slow learners’ learning. Below are list of suggestions that were find suitable to be applied in designing the courseware content.

Use eye-catching materials for presenting important words or key steps in lessons. This is to stimulate their senses thus increase attention.

Plan lesson in orderly sequence to prevent them for confusion.

Review planned lesson at the end of the lesson. In general, people remember the beginnings and endings better rather than the middle. This is important to always keep the middle step in their mind as well.

Provide practice in the form of test.

Allow them to learn the material at their own pace and time. More time during testing would probably be essential.

Create word or picture bank of possible answers for short-answer questions. This is important as retrieving information is one of slow learners’ usual problems. They normally can store the information but difficult to retrieve back.

Create outline or provide scrambled items for placement for diagrams, like jigsaw puzzles.

Keep information less than five items, as short-term memory generally limited to 5 to 9 items. For slow learner, 5 is the maximum amount, even some only can learn only one item or step at a time.

Limit the steps and information, and always present in concrete and direct form.

Always show directions to compensate for their short-term memory limits. They also learn better if important points were accompanied with picture clues. This is to allow them to use both part of brain (left and right) as graphic uses the right sight while language is on the left.

Visit the students frequently while they are doing independent practices especially to catch early mistake as possible before they go too far. Always do eye contact to attract their focus on the information.

Plan questions informally to remind them about the importantly knowledge base. METHODOLOGY Design Phase According to (Kristof & Satran, 1995)(as cited in (Harun & Tasir, 2003)) designing a multimedia application can be grouped into three stage which are designing information, designing interaction and designing interface or presentation. Figure 1 below illustrates the courseware design model adopted from that reference. This model has been used in designing the ‘Komputer Saya’ courseware.

Figure 1: Courseware Design

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Designing information consists of verifying what and how the application is going to be built. This consists of determining the intended user and planning the learning content and structured along with suitable learning strategy and approach. Outcome suggested from this stage is the flowchart of the courseware. Meanwhile, designing interaction involves designing the navigation of the courseware as well as control authority permitted for the users. Activities involve in this stage including preparing navigation guide for user, designing navigation structure, explaining on what happen on each screen, designing authority control to allow user interactivity and finally designing the system storyboard. Designing interface or presentation of a courseware basically involves creating the ‘look’ of the application. Specification and element required in this phase are designing the background, button, control authority icon, menu, text attributes, colour, size, placement of each elements and multimedia element e.g. graphic, video and animation. Courseware Development Methodology This courseware development methodology adopted the IntView courseware development methodology that has been developed by Fraunhofer Institute for Experimental Software Engineering (Grützner, Angkasaputra, & Pfahl, 2002). IntView consisted of proposed framework that supports the production of instructional and design of small courseware modules. There are mainly two phases in IntView methodology which separate the tasks into design and development phase of the courseware which are:

i. Set-up Phase(Step 1-Step 10 in Figure X)

This phase covers the aspects of defining educational and instructional strategies, content presentation styles and functionality of each courseware modules to the target learners. This setup has to be done before courseware production phase starts.

ii. Small Courseware Module Production Phase(Step 11-Step 17 in Figure X) This phase covers activities related to the content production of the courseware.

Figure 2 depicted the design and development methodology model of ‘Komputer Saya’ courseware in UML activity diagram form. This model applied combination of the courseware design model proposed by (Kristof & Satran, 1995) in (Harun & Tasir, 2003) as depicted in Figure 1 with IntView design and development methodology by (Grützner, et al., 2002).

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Figure 2: Courseware Development Methodology

RESULT AND DISCUSSION Courseware Navigation Structure Figure 3 illustrates the navigation flow of ‘Komputer Saya’ courseware. Generally, this courseware has three main modules; Let’s Learning/‘Jom Belajar’ which consist of three topics of learning, Exercises/‘Latihan’ which consist of related exercises on topic in Let’s Learning and Activity/‘Aktiviti’ which consist of games In addition, this courseware is provided with one Support Menu namely Teacher’s Guide/‘Panduan Guru’ linked to Suggestion Activities, Synopsis, Navigation Guide and Teaching and Learning Approach, to assist the teachers in guiding the slow learners to use the courseware more effectively. Each page also provided with button linking to Main Menu, Courseware Objective Menu, Support Menu and Exit button.

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Based on steps involved in interface/presentation design in Figure 1, storyboards have been designed. Main Menu page is provided with button linking to all three main modules; Let’s Learning, Exercises and Activities. All buttons and control menu on each pages of this courseware are provided with narrative sound as instructions to cater for slow learners’ reading limitations. Audio provided in .mp3 format while graphics and animations are in .gif format. All these multimedia elements are combined using main development platform, Macromedia Flash to allow for interaction design.

Screenshots of Courseware Interfaces

Figure 3: Courseware Navigation Structure

Based on steps involved in interface/presentation design in Figure 2, storyboards have been designed. Main Menu page is provided with button linking to all three main modules; Let’s Learning, Exercises and Activities. All buttons and control menu on each pages of this courseware are provided with narrative sound as instructions to cater for slow learners’ reading limitations. Audio provided in .mp3 format while graphics and animations are in .gif format. All these multimedia elements are combined using main development platform, Macromedia Flash to allow for interaction design. Figures below illustrate the courseware interfaces that have been developed as referring to the storyboards. Figure 4 depicted the screenshot of main menu for Let’s Learning Module. This page has three buttons linked to three learning topics.

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Figure 4: Screenshot of Module Let’s Learning: Main Menu Page

Figure 5 depicted the screenshot of Let’s Learning screen on Topic 1 while Figure 6 shows the test page for Topic 1 learning. Each topic in Let’s Learning Module requires the learners to take test after each learning sessions.

Figure 5: Screenshot of Module Let’s Learning: Topic 1

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Figure 6: Screenshot of Module Let’s Learning: Test on Topic 1

Figure 7 and Figure 8 depict the screenshots of Exercises Module of level 1 (easy) which using mouse-click approach to answer the questions. Figure 9 shows the screenshot of Exercise of level 2 (intermediate) that use drag-and-drop approach which require higher-level of psychomotor skills in order to answer the questions. Other exercises of this level require learners to use keyboard to type the answer, as shown in Figure 10.

Figure 7: Screenshot of Module Exercises: Level 1(easy) (i)

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Figure 8: Screenshot of Module Exercises: Level 1(easy) (ii)

Figure 9: Screenshot of Module Exercises: Level 2(intermediate) (i)

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Figure 10: Screenshot of Module Exercises: Level 2(intermediate) (ii)

Figure 11 illustrates the ‘Belon Abjad’ Game in Activities Module. This game requires the player to shoot on balloons filled with letters as given by the clue in order to win the game.

Figure 11: Screenshot of Module Activities: Belon Abjad Game

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Figure 12 and Figure 13 illustrate the ‘Mengembara Bersama Rudi dan Lili’ Game in Activities Module. This game allows the player to choose their preferable character, Rudi or Lili before continue playing the game. Once the character is choosed, the journey of searching the computer’s component will be started.

Figure 12: Screenshot of Module Activities: Mengembara Bersama Rudi Game

Figure 13: Screenshot of Module Activities: Mengembara Bersama Lili Game

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CONCLUSIONS AND FUTURE WORKS This paper has discussed on the study of slow learners’ definitions, their characteristics and learning strategies, as well as steps involve in design and development phase in methodology for ‘Komputer Saya’ development. This methodology adapted the courseware design model in (Harun & Tasir, 2003) and IntView methodology (Grützner, et al., 2002) which makes the organization of the step-by-step tasks and its outcome more manageable. For future works, summative evaluation (effectiveness and usability) and final implementation will be conducted. REFERENCES Abdollah, N., Ahmad, W. F. W., & Akhir, E. A. P. (2010a). Multimedia Courseware for Slow Learners: A Preliminary Analysis. Paper presented at the International Symposium on Information Technology, Kuala Lumpur. Abdollah, N., Ahmad, W. F. W., & Akhir, E. A. P. (2010b). Multimedia Design and Development in ‘Komputer Saya’ Courseware for Slow Learners. Paper presented at the Second International Conference on Computer Research and Development, Kuala Lumpur, Malaysia. Abdullah, M. H. L., Hisham, S., & Parumo, S. (2009). MyLexics: an assistive courseware for Dyslexic children to learn basic Malay language. 3-9 Ali, M. M., & Zahari, Z. (2005). Enhancing Remedial Learners Reading through eLearning. Paper presented at the Second International Conference on eLearning for Knowledge-Based Society,, Bangkok, Thailand. Bakar, Z. A. (2007). Topik 6: Masalah Pembelajaran Khusus: Kanak-kanak Lembam HBS1103 Modul Pengenalan Pendidikan Kanak-Kanak Masalah Pembelajaran. Universiti Terbuka Malaysia. Education.com. (2006-2010). Slow Learner’s Definition. from http://www.education.com/definition/slow-learners/ Evans, L. (2009). Supporting slow learners. (SENCO Week). Retrieved from http://www.teachingexpertise.com/e-bulletins/supporting-slow-learners-5456 Flannigan, S., & Groth, K. Slow Learners. from http://students.uis.edu/kgrot01s/slowlearners.html Ghafar, M. N., & Jahaya, S. (2006). Bias Pengajaran Guru Dalam Pelajaran Khas Dan Pelajaran Normal. Paper presented at the Annual Conference on Teacher Education. Retrieved from http://eprints.utm.my/2236/ Grützner, I., Angkasaputra, N., & Pfahl, D. (2002). A systematic approach to produce small courseware modules for combined learning and knowledge management environments. Paper presented at the 14th International Conference on Software Engineering and Knowledge Engineering (SEKE), Ischia, Italy. Harun, J., & Tasir, Z. (2003). Multimedia dalam Pendidikan. Bentong: PTS Publications. Hashim, O., & Ibrahim, A. G. (2007). Ke Arah Peningkatan Pengajaran dan Pembelajaran Pendidikan Seni dalam Pendidikan Khas Bermasalah Pembelajaran. Masalah Pendidikan 2007, Jilid 30 (1), 37-49.

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Haskvitz, A. (2010). Helping your slow-learning child. from http://www.reacheverychild.com/feature/slowlearners.html Hopkins, B. Teachers Resource Manual: The child who is a slow learner Available from http://www.drbillsplace.org/images/pdf/slowleaner.pdf Kaur, A. (1998). Rethinking Multimedia Courseware Design. Masalah Pendidikan Jilid 21. Khas, J. P. (2003). Huraian Sukatan Pelajaran Pendidikan Khas Bermasalah Pembelajaran Sekolah Rendah & Menengah. Kuala Lumpur: Kementerian Pendidikan Malaysia. Kristof, R., & Satran, A. (1995). Interactivity by design: Creating and communicating with new media. Mountain View, CA: Pearson Education. Mackay, K. (2001). What's the Difference -- Slow Learner or Learning Disabled? SPELD SA SPRING 2001 newsletter. Retrieved from http://www.speld-sa.org.au/index.php?option=com_content&task=view&id=80&Itemid=132 Marissa, & Hassan, M. (September 26 -28, 2007). Investigating the Efficacy of the use of ICT for Slow Learners: Case studies in Singapore Primary School. Paper presented at the ICL2007, Villach, Austria. Schools, S. P. A Focused Look at the Slow Learner: The Who the What and the How’s. from http://www.spsk12.net/departments/specialed/slowlearner.htm Wah, L. L. (December 2007). Development of Multimedia Learning Resources for Children with Learning Disabilities in an Undergraduate Special Education Technology Course. MEDC, 1, 29-36.